Writing and Reading Across the Curriculum, 14th edition

  • Laurence Behrens, 
  • Leonard J. Rosen

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Overview

Writing and Reading Across the Curriculum guides you through essential writing skills such as summary, critique, synthesis, analysis and research. Exercises bridge the gap between reading and writing. An anthology provides cross-disciplinary readings on topics from the humanities, sciences and social sciences.

Published by Pearson (July 14th 2021) - Copyright © 2019

ISBN-13: 9780137529315

Subject: Composition

Category: Writing Across the Curriculum

Table of contents

Table of Contents

  • An Introduction to Thinking and Writing in College
    • Defining Academic Thinking and Writing
    • Cultivating Intellectual Curiosity
    • Exploring Similarities and Differences
    • Arguing with Logic and Evidence
    • Challenging Arguments
    • Communicating Critical Thinking Through Writing

PART I: STRUCTURES AND STRATEGIES

  1. Summary, Paraphrase, and Quotation
    • Previewing to Understand the Author’s Purpose
    • Exercise 1.1 Previewing a Paragraph
      • External Enhancements of Memory May Soon Go High-Tech–Jyutika Mehta
    • Forming a Preliminary Understanding of Topic and Purpose
    • Rereading for Content and Structure
      • How Brains Remember
    • Exercise 1.2 Marking Up a Passage
      • Critical Reading for Summary
    • Summarizing and Paraphrasing Parts of Sources
      • When to Summarize and Paraphrase
    • Summarizing Parts of Sources
    • Can a Summary Be Objective?
    • Paraphrasing Parts of Sources
    • Summarizing Entire Works
      • Guidelines for Writing Summaries
    • Read, Reread, and Highlight
    • Divide into Stages of Thought and Write a Brief Summary of Each Stage of Thought
    • Write a Thesis: A Brief Summary of the Entire Passage
    • Write Your Summary
    • Write a One- or Two-Sentence Summary
    • Write a Middle-Length Summary
    • Write an Expanded Summary
      • Where Do We Find Written Summaries?
    • Summarizing Challenging Sources
      • Reading and Summarizing Challenging Sources
    • Demonstration Summary of Paul Bloom’s “The Baby in the Well”
      • The Baby in the Well: The Case Against Empathy–Paul Bloom
    • Write a Brief Summary of Each Stage of Thought
    • Write a Thesis: A Brief Summary of the Entire Passage
    • Write a Draft by Combining Thesis, Section Summaries, and Selected Details
    • Summarizing Graphs, Charts, and Tables
    • Bar Graphs
    • Exercise 1.3 Summarizing Graphs
    • Line Graphs
    • Exercise 1.4 Summarizing Line Graphs
    • Pie Charts
    • Exercise 1.5 Summarizing Pie Charts
    • Other Charts: Bubble Maps, Pictograms, and Interactive Charts
    • Tables
    • Exercise 1.6 Summarizing Tables
    • Choosing Quotations
      • When to Quote
    • Quote Memorable Language
    • Quote Clear, Concise Language
    • Quote Authoritative Language
    • Altering Quotations
    • Use Ellipses to Indicate Omissions
    • Use Brackets to add or Substitute Words
    • Avoiding Classic Mistakes in Quoting
    • Avoid Quoting Too Much
      • Quote Only What You Need
    • Avoid Freestanding Quotations
    • Understand When to Use First and Last Names
    • Don’t Introduce Well-Known Names
    • Exercise 1.7 Incorporating Quotations
    • Using Signal Phrases
      • Signal Verbs to Introduce Quotations, Summaries, and Paraphrases
      • Signal Verbs and Tense
    • Six Strategies for Using Signal Phrases (or Sentences)
      1. Identifying Phrase at the Beginning
      2. Identifying Phrase in the Middle
      3. Identifying Phrase at the End
      4. Reference to a Source Preceded by That
      5. Identifying Sentence at the Beginning–With a Colon
      6. Block Quotation
        • Incorporating Quotations into Your Sentences
    • Exercise 1.8 Summarizing, Paraphrasing, and Quoting a Brief Passage
      • How to Use Sources to Build Paragraphs
    • Avoiding Plagiarism
      • Rules for Avoiding Plagiarism
  2. Critical Reading and Critique
    • Critical Reading
    • Question 1: To What Extent Does the Author Succeed in His or Her Purpose?
    • Writing to Inform
    • Evaluating Informative Writing
    • Accuracy of Information
      • Web Sites and the Trust Factor: Know What Sort of Site You’re On
    • Significance of Information
    • Fair Interpretation of Information
    • Writing to Persuade
    • Exercise 2.1 Informative and Persuasive Thesis Statements
    • Evaluating Persuasive Writing
      • Consumer Watchdog
      • Americans Shouldn’t Demand a “Right to Be Forgotten: Online—Washington Post
      • The Right to Bury the (Online) Past—Liza Tucker
    • Exercise 2.2 Critical Reading Practice
    • Persuasive Strategies
    • Clearly Defined Terms
    • Fair Use of Information
    • Logical Argumentation: Avoiding Logical Fallacies
    • Emotionally Loaded Terms
    • Ad Hominem Argument
    • Faulty Cause and Effect
    • Either/or Reasoning
      • Tone
    • Hasty Generalization
    • False Analogy
    • Begging the Question
    • Non Sequitur
    • Oversimplification
    • Exercise 2.3 Understanding Logical Fallacies
    • Writing to Entertain
    • Question 2: To What Extent Do You Agree with the Author?
    • Identify Points of Agreement and Disagreement
    • Exercise 2.4 Exploring Your Viewpoints—in Three Paragraphs
    • Explore Reasons for Agreement and Disagreement: Evaluate Assumptions
    • Inferring and Implying Assumptions
    • Determining the Validity of Assumptions
    • Critique
    • How to Write Critiques
      • Guidelines for Writing Critiques
    • Demonstration: Critique
      • Model Critique: Critique of “The Right to Bury the (Online) Past” by Liza Tucker—Ethel Weiss
    • Exercise 2.5 Informal Critique of the Model Critique
      • Critical Reading for Critique
  3. Thesis, Introduction, and Conclusion
    • Writing a Thesis
    • The Components of a Thesis
    • Making an Assertion
    • Starting with a Working Thesis
    • Using the Thesis to Plan a Structure
      • How Ambitious Should Your Thesis Be?
    • Exercise 3.1 Drafting Thesis Statements
    • Introductions
    • Quotation
    • Historical Review
    • Review of a Controversy
    • From the General to the Specific
    • Anecdote and Illustration: From the Specific to the General
    • Question
    • Statement of Thesis
    • Exercise 3.2 Drafting Introductions
    • Conclusions
    • Summary (Plus)
    • Statement of the Subject’s Significance
    • Call for Further Research
    • Solution/Recommendation
    • Anecdote
    • Quotation
    • Question
    • Speculation
    • Exercise 3.3 Drafting Conclusions
  4. Explanatory Synthesis
    • What Is a Synthesis?
    • Using Summary and Critique as a Basis for Synthesis
    • Using Inference as a Basis for Synthesis: Moving Beyond Summary and Critique
    • Identifying Your Purpose
    • Example: Same Sources, Different Uses
      • Where Do We Find Written Syntheses?
    • Using Your Sources
    • Types of Syntheses: Explanatory and Argument
      • Seau Suffered from Brain Disease—Mary Pilon and Ken Belson
      • Concussion Problem Not Unique to U-M—The State News Editorial Board
    • How to Write Syntheses
      • Guidelines for Writing Syntheses
    • Writing an Explanatory Synthesis
    • Demonstration: Explanatory Synthesis—The “Idea” of Money
    • Exercise 4.1 Exploring the Topic
      • A Brief History of Money: Or, How We Learned to Stop Worrying and Embrace the Abstraction—James Surowiecki
      • Apple, Banks in Talks on Mobile Person-to- Person Payment Service—Robin Sidel and Daisuke Wakabayashi
    • Consider Your Purpose
    • Exercise 4.2 Critical Reading for Synthesis
    • Formulate a Thesis
    • Decide How You Will Use Your Source Material
    • Develop an Organizational Plan
      • Organize a Synthesis by Idea, Not by Source
    • Write Your Synthesis
      • Explanatory Synthesis: First Draft
    • Revise Your Synthesis
    • Exercise 4.3 Revising the Explanatory Synthesis
      • Model Explanatory Synthesis: The “Idea” of Money—Sheldon Kearney
      • Critical Reading for Synthesis
  5. Argument Synthesis
    • What Is an Argument Synthesis?
    • The Elements of Argument: Claim, Support, and Assumption
    • Exercise 5.1 Practicing Claim, Support, and Assumption
    • The Three Appeals of Argument: Logos, Ethos, Pathos
    • Logos
    • Deductive Reasoning
    • Inductive Reasoning
    • Maintaining a Critical Perspective
    • Exercise 5.2 Using Deductive and Inductive Logic
    • Ethos
    • Exercise 5.3 Using Ethos
    • Pathos
    • Exercise 5.4 Using Pathos
    • The Limits of Argument
    • Fruitful Topics for Argument
    • How to Write Argument Syntheses
    • Demonstration: Developing an Argument Synthesis—Responding to Bullies
      • Bullying Statistics—Pacer.org
      • The 2013 National School Climate Survey: The Experiences of Lesbian, Gay, Bisexual, and Transgender
      • Youth in Our Nation’s Schools—Joseph G. Kosciw, Emily A. Greytak, Neal A. Palmer, and Madelyn J.
      • Boesen
      • Olweus Bullying Prevention Program
      • White House Report/Bullying—And the Power of Peers—Philip Rodkin
    • Exercise 5.5 Critical Reading for Synthesis
    • Consider Your Purpose
    • Making a Claim: Formulate a Thesis
    • Decide How You Will Use Your Source Material
    • Develop an Organizational Plan
    • Draft and Revise Your Synthesis
      • Model Argument Synthesis: Responding to Bullies—Peter Simmons
    • The Strategy of the Argument Synthesis
    • Developing and Organizing the Support for Your Arguments
    • Summarize, Paraphrase, and Quote Supporting Evidence
    • Provide Various Types of Evidence and Motivational Appeals
    • Use Climactic Order
    • Use Logical or Conventional Order
    • Present and Respond to Counterarguments
    • Use Concession
      • Developing and Organizing Support for Your Arguments
    • Avoid Common Fallacies in Developing and Using Support
    • The Comparison-and- Contrast Synthesis
    • Organizing Comparison-and- Contrast Syntheses
    • Organizing by Source or Subject
    • Organizing by Criteria
    • Exercise 5.6 Comparing and Contrasting
    • A Case for Comparison and Contrast: World War I and World War II
    • Comparison and Contrast Organized by Criteria
      • Model Exam Response
    • The Strategy of the Exam Response
    • Summary of Synthesis Chapters
  6. Analysis
    • What Is an Analysis?
      • Where Do We Find Written Analyses?
      • from The Invisible Addiction: Cell-Phone Activities and Addiction among Male and Female College Students—James A. Roberts, Luc Honore Petnji Yaya, and Chris Manolis
      • What’s in a Phone?—Jon Agar
    • Selecting and Using an Analytical Tool
    • Selecting the Analytical Tool
    • Using the Analytical Tool
    • Exercise 6.1 Using a Principle or Definition as a Tool for Analysis
    • Planning and Writing the Analysis Paper
    • Devising a Thesis
    • Developing the Paragraph-by- Paragraph Logic of Your Paper
    • Writing the Analysis Paper
      • Guidelines for Writing Analyses
    • Reviewing Your Analysis: Does It Pass Key Tests?
    • Have You Written a Summary Rather than an Analysis?
    • Is Your Analysis Systematic?
    • Have You Answered the “So What?” Question?
    • Have You Attributed Sources?
      • Critical Reading for Analysis
    • When Your Perspective Guides the Analysis
    • Exercise 6.2 Planning an Analysis
    • Demonstration: Analysis
      • Model Analysis: The Case of the Missing Kidney: An Analysis of Rumor—Linda Shanker
      • Works Cited
  7. Locating, Mining, and Citing Sources
    • Source-Based Papers
      • Where Do We Find Written Research?
      • Writing the Research Paper
    • Developing a Topic into a Research Question
    • Brainstorming a Topic
      • Narrowing Your Topic
    • The Research Question
    • Exercise 7.1 Constructing Research Questions
    • Getting Started with Research
    • Consult Knowledgeable People
    • Familiarize Yourself with Your Library’s Resources
    • Locating Preliminary Sources
    • Encyclopedias
      • Wikipedia: Let the Buyer Beware
    • Exercise 7.2 Exploring Encyclopedias
    • Biographical Sources
    • Statistical Sources
    • Overviews and Bibliographies
    • Conducting Focused Research
    • Types of Sources
    • Books
    • Book Reviews
    • Newspapers, Magazines, and Journals
    • Newspapers
    • Magazines
    • Journals (Scholarly Material)
    • Exercise 7.3 Exploring Academic Journals
      • For Best Results, Plan Your Searches
    • Finding Material for Focused Research
    • Databases
    • General Databases
    • Subject-Specific Databases
    • Discovery Services
    • The Open Web
    • Google Scholar
    • USA.gov
      • Focused Research: Constructing Effective Search Queries
    • Advanced Searching with Boolean Logic and Truncation
    • Exercise 7.4 Exploring Online Sources
    • Interviews and Surveys
      • Guidelines for Conducting Interviews
      • Guidelines for Conducting Surveys and Designing Questionnaires
    • Evaluating Sources
      • Guidelines for Evaluating Sources
    • Evaluating Web Sources
    • Exercise 7.5 Practice Evaluating Web Sources
    • Mining Sources
      • Critical Reading for Research
    • The Working Bibliography
    • Note Taking
    • Bibliographic Management Tools
    • Getting the Most From Your Reading
    • Arranging Your Notes: The Outline
    • Research and Plagiarism
    • Time Management and Plagiarism
    • Note Taking and Plagiarism
    • Digital Life and Plagiarism
    • Determining Common Knowledge
    • A Guideline for Determining Common Knowledge
    • Plagiarism, the Internet, and Fair Use
    • Internet Paper Mills
    • Fair Use and Digital Media
    • Citing Sources
    • Types of Citations
    • APA Documentation Basics
    • APA In-Text Citations in Brief
    • APA References List in Brief
    • MLA Documentation Basics
    • MLA Citations in Brief
    • MLA Works Cited List in Brief

PART II: BRIEF TAKES

  • Music
  1. “Over the Rainbow” and the Art of the Musical Cover
    • The Art of “Over the Rainbow”—the editors
    • 19 Covers of “Over the Rainbow”
    • Who Put the Rainbow in The Wizard of Oz?—Harold Meyerson and Ernie Harburg
    • Video Link: Why “Over the Rainbow” Takes Us to a Magical, Musical Place—PBS NewsHour Interview with Composer Rob Kapilow
    • Why Cover a Song?
    • The Sincerest Form of Flattery—George Plasketes
    • A Treatise on Covers—Tom Bligh
    • How to Talk—and Write—About Popular Music (with Video Link)—Greg Blair
    • Comparing and Contrasting Three Covers of “Stormy Weather”—Greg Blair
    • 36 Covers of “Stormy Weather”
    • 22 Covers of Leonard Cohen’s “Hallelujah”: Listening Suggestions
    • The Greatest Covers of All Time—Andy Greene
    • The Assignment: Comparative Analysis
  • Psychology
  1. Obedience to Authority
    • Read; Prepare to Write
    • Group Assignment: Make a Topic List
    • The Readings and Videos
    • Why I Am Not an Anarchist—Christopher Wellman and John Simmons
    • Disobedience as a Psychological and Moral Problem: Erich Fromm
    • The Power of Situations—Lee Ross and Richard E. Nisbett
    • The Milgram Experiment—Saul McLeod
    • Video Link: Opinions and Social Pressure—Solomon Asch
    • Video Link: The Stanford Prison Experiment—Philip G. Zimbardo
    • The Follower Problem—David Brooks
    • The Assignments
    • Summary & Paraphrase
    • Critique
    • Explanatory Synthesis
    • Suggestions for Developing the Assignment
    • Analysis
    • Suggestions for Developing the Assignment
    • Argument Synthesis
    • Suggestions for Developing the Assignment
  • Sociology
  1. The Roar of the Tiger Mom
    • Read; Prepare to Write
    • Group Assignment #1: Make a Topic List
    • Group Assignment #2: Create a Topic Web
    • The Readings
    • Adapted from Battle Hymn of the Tiger Mother—Amy Chua
    • Amy Chua Is a Wimp—David Brooks
    • Whatever Happened to the Original Tiger Mum’s Children?—Tanith Carey
    • Tiger Mom vs. Tiger Mailroom—Patrick Goldstein
    • America’s Top Parent—Elizabeth Kolbert
    • Your Perfectionist Parenting Style May Be Detrimental to Your Child—Ariana Eunjung Cha
    • The Assignments
    • Summary
    • Critique
    • Explanatory Synthesis
    • Analysis
    • Argument
    • A Note on Incorporating Quotations and Paraphrases

PART III: AN ANTHOLOGY OF READINGS

  • Literature and Film
  1. First Impressions: The Art and Craft of Storytelling
    • The Art and Craft of Starting Your Story
    • The Hook—K.M. Weiland
    • Chapter Ones: The Novels
      • Pride and Prejudice (1813) by Jane Austen
      • Jane Eyre (1847) by Charlotte Brontë
      • Great Expectations (1860) by Charles Dickens
      • The Strange Case of Dr. Jekyll and Mr. Hyde (1886) by Robert Louis Stevenson
      • The Wonderful Wizard of Oz (1900) by L(yman) Frank Baum
      • My Ántonia (1918) by Willa Cather
    • Scene Ones: The Films
    • How to Start Your Script with a Killer Opening Scene—Tim Long
      • Pride and Prejudice (1995) directed by Simon Langton; Pride and Prejudice (2005) directed by Joe Wright
      • Jane Eyre (1943) directed by Robert Stevenson
      • Great Expectations (1946) directed by David Lean
      • The Strange Case of Dr. Jekyll and Mr. Hyde (1931) directed by Rouben Mamoulian; (1941) directed by Victor Fleming
      • The Wizard of Oz (1939), directed by Victor Fleming
      • My Ántonia (1995) directed by Joseph Sargent
    • Other Scene Ones: from other, notable films
      • Dracula (1931) directed by Tod Browning, and Bram Stoker’s Dracula (1992) directed by Francis Ford Coppola
      • Citizen Kane (1941) directed by Orson Welles
      • Brief Encounter (1945) directed by David Lean
      • The Red Badge of Courage (1951) directed by John Huston
      • Shane (1953) directed by George Stevens
      • Rear Window (1954) directed by Alfred Hitchcock
      • The Godfather, Part One (1972) directed by Francis Ford Coppola
      • Do the Right Thing (1989) directed by Spike Lee
      • Dead Again (1991) directed by Kenneth Branagh
      • Sleepless in Seattle (1993) directed by Nora Ephron
      • The Devil in a Blue Dress (1995) directed by Carl Franklin
      • Emma (1996) directed by Douglas McGrath, and Clueless (1995) directed by Amy Heckerling
      • Chicago (2002) directed by Rob Marshall
      • The Hurt Locker (2008) directed by Kathryn Bigelow
      • Inception (2010) directed by Christopher Nolan
      • Gravity (2013) directed by Alfonso Cuarón
      • 12 Years a Slave (2013) directed by Steve McQueen
      • Moonlight (2016) directed by Barry Jenkins
    • Synthesis Activities
  • Computer Science
  1. Artificial Intelligence
    • The Legacy of Prometheus—George Luger
    • The End of Homo Sapiens—Yuval Harari
    • Why the Future Doesn’t Need Us—Bill Joy
    • An Open Letter on Artificial Intelligence—Future of Life Institute
    • Research Priorities for Robust and Beneficial Artificial Intelligence—Stuart Russel, Daniel Dewey, and Max Tegmark
    • An Open Letter on AI: Why Now?—Seán Ó hÉigeartaigh
    • Don’t Fear Artificial Intelligence—Dominic Basulto
    • Robots Will Take Your Job; Will They Guarantee Your Income?—Scott Santens
    • A Review of Humans are Underrated by Geoff Colvin—Tyler Cowen
    • Automation and Anxiety—The Economist
    • Motion for a European Parliament Resolution to the Commission on Civil Law Rules on Robotics—Committee on Legal Affairs, European Parliament
    • Testing the Turing Test
    • The Turing Test—George Luger
    • Intelligent Machines That Compose Sonnets—National Public Radio
    • Intelligent Machines That Compose Music
    • Intelligent Machines That Draw and Paint
    • Intelligent Machines That Chat with You
    • Sympathy for the Robot: Visions of AI in Westworld—Christopher Orr
    • Synthesis Activities
    • Research Activities
  • Sociology
  1. Have You Heard This? The Latest on Rumor
    • 9/11: Rumor in a Broken World—Gary Fine and Bill Ellis
    • Memorable Examples of Rumor—Robert Bartholomew and Peter Hassall
    • Frankenchicken—Snopes.com
    • Fighting that Old Devil Rumor—Sandra Salmans
    • The Runaway Grandmother—Jan Harold Brunvand
    • How Technology Disrupted the Truth—Katherine Viner
    • Anatomy of a Rumor: It Flies on Fear—Daniel Goleman
    • A Psychology of Rumor—Robert H. Knapp
    • A Sociology of Rumor—Dan E. Miller
    • Pizzagate: An Anthropology of Rumor—Hugh Gusterson
    • Video Link: How and Why Rumors Work—And How to Stop Them—Nicholas DiFonzo
    • How to Fight a Rumor—Jesse Singal
    • The Rumor—John Updike
    • Synthesis Activities
    • Research Activities
  • Philosophy
  1. Fairy Tales: A Closer Look at Cinderella
    • A Girl, a Shoe, a Prince: The Endlessly Evolving “Cinderella”—Linda Holmes
    • What Great Books Do for Children—Arthur Schlesinger, Jr.
    • An Introduction to Fairy Tales—Maria Tatar
    • Three Variants of “Cinderella”
    • “Cinderella”—Charles Perrault
    • Ashputtle—Jakob and Wilhelm Grimm
    • A Chinese “Cinderella”—Tuan Ch’êng-shih
    • When the Clock Strikes – Tanith Lee
    • Four (Brief) Analyses of “Cinderella”
    • A Netherworld of Smut—Bruno Bettelheim
    • Wealth, Beauty, and Revenge—Rob Baum
    • The Coding of Black and White—Dorothy Hurley
    • Sexist Values and a Puritan Ethos—Jack Zipes
    • Cinderella’s Stepsisters—Toni Morrison
    • Cinderella: Not So Morally Superior—Elisabeth Panttaja
    • What’s Wrong with Cinderella?—Peggy Orenstein
    • Synthesis Activities
    • Research Activities
  • Psychology
  1. Advertising
    • Why Good Advertising Works (Even When You Think It Doesn’t)—Nigel Hollis
    • Selling Happiness: Three Pitches from Mad Men
    • An Introduction to Advertising in America—Daniel Pope
    • The Greatest Print Campaigns of All Time: Volkswagen Think Small—Joshua Johnson
    • Advertising’s Fifteen Basic Appeals—Jib Fowles / Shirley Biagi
    • A Portfolio of Print Ads: Six Archives
    • Advertising Archives
    • Duke University Medi

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